Assessment of Islamic Studies Pedagogy in Northern Nigerian Universities Using Quality Assurance Benchmarks

This study empirically assesses Islamic Studies pedagogy in selected northern Nigerian universities against established quality assurance benchmarks, filling a gap in the systematic evaluation of teaching quality in this discipline at the Nigerian tertiary level. The study employs a multi-site descriptive and evaluative research design, using classroom observation protocols, lecturer questionnaires, and student evaluation instruments administered across Islamic Studies departments in five universities in Kano, Sokoto, Maiduguri, Kaduna, and Zaria. Quality benchmarks are drawn from the National Universities Commission's minimum academic standards for Islamic Studies and international Islamic education quality frameworks. Data are analysed using comparative descriptive statistics and rubric-based scoring. Findings reveal significant variations across institutions in curriculum coverage depth, the use of primary Arabic sources, assessment diversity, and student engagement. Urban universities with stronger postgraduate programmes generally outperform institutions in recently established campuses. Critical gaps are identified in research methodology training within undergraduate programmes and in the integration of contemporary Islamic scholarship alongside classical texts. The study recommends national benchmarking workshops for Islamic Studies departments, peer review teaching assessment mechanisms, and revisions to the NUC minimum academic standards for Islamic Studies to reflect contemporary disciplinary developments. Keywords: Islamic Studies pedagogy, quality assurance, universities, northern Nigeria, academic benchmarks.